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The Role of ICT in Enhancing Education in Developing Countries:

Findings from an Evaluation of The Intel Teach Essentials Course in India, Turkey, and Chile

Daniel Light

EDC/Center for Children and Technology

Abstract: This paper presents findings from case studies of the introduction of the Intel Teach

Essentials Coursea professional development program focused on integrating information and

communication technologies (ICT) into project-based learninginto six schools in Chile, India,

and Turkey. We describe four common dimensions of change in learning environments that

emerged across the countries: changes in teachers knowledge, beliefs, and attitudes; changes in

how students engage with content; changes in relationships among students, teachers, and

parents; and changes in the use of ICT tools to promote students learning. Three of these

dimensions relate to shifts in pedagogical paradigms that appear to be prerequisites to effectively

using ICT to support students learning. Our findings indicate that these shifts must not just

occur at the teacher level, but must take hold throughout the educational system and must

accompany sustained investment in infrastructure, human resources, curricular frameworks, and

assessment.

Key Words: ICT, developing countries, education reform

Submission Date: June 30, 2009; Revised: August 3, 2009, Accepted: August 5, 2009.


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The Role of ICT in Enhancing Education in Developing Countries

Manuscript accepted for publication in

Journal of Education in International Development

0

Introduction

Understanding how technology fits into the complex realities of classrooms has been a critical

factor in creating real change in schools in the industrialized nations (Cuban, 1993; Honey,

McMillan Culp, & Carrigg, 2000; Somekh et al., 2003), yet little is known about educational

technology projects in the classrooms of the developing world. This paper examines the

influence of an information and communication technologies (ICT)-focused professional

development programthe Intel Teach Essentials Courseon classroom learning

environments in six schools in Chile, India, and Turkey. Over the years, program evaluations

have found that teachers across a variety of countries value their experience in the Essentials

Course and report using ICT and/or making changes in their teaching practice following the

program (Light, McMillan Culp, Menon, & Shulman, 2006; Light, Menon, & Shulman, 2007).

However, the evaluations have also suggested that the ways in which teachers in different

countries follow up vary, depending largely on factors in their school contexts. The research

presented in this paper sought to examine more deeply the nature of the changes that schools in

different contexts have made to integrate ICT and student-centered practices and how these

changes affect the classroom (Light, Polin, & Strother, 2009). In all three countries, we found

that the educators we interviewed and observed felt they had been able to implement new ICT

activities and teaching approaches with their students after the Course. We also identified a

consistent set of programs and policies that, combined with the motivation and skills of

educators, enabled these schools to innovate.

We selected the six schools in the study (two from each country) which key local stakeholders

the training agencies, the ministries of education, and the Intel Education Managersconsidered


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to be good examples of using the Essentials Course to create school-level change within their

national contexts. In pursuit of the ideals established by their ministries, the teachers and

administrators in these schools are attempting to transform the instructional strategies and the

educational tools they use. Although each country is unique and each school is at a different

starting place, all are moving toward more student-centered, project-based, and ICT-rich

classroom learning activities. Across the diversity of their situations, educators in each school

connected the ideas and tools offered in the Essentials Course with their own needs. From our

case studies of the six schools, we identified four common dimensions of changes that are

emerging to support more project-based and ICT-rich activities in the classroom: changes in

teachers knowledge, beliefs, and attitudes; changes in how students engage with content;

changes in relationships among students, teachers, and parents; and changes in the use of ICT

tools to promote students learning. Three of these dimensions of change that emerged across

schools are pedagogical in nature, supporting the idea that an appropriate pedagogical context is

key to successful ICT integration.

Theoretical Perspective

When effectively integrated into a high-quality learning environment, researchers have

demonstrated that ICT can help deepen students content knowledge, engage them in

constructing their own knowledge, and support the development of complex thinking skills

(Kozma, 2005; Kulik, 2003; Webb & Cox, 2004). However, ICT alone cannot create this kind of

teaching and learning environment. Teachers must know how to structure lessons, select

resources, guide activities, and support this learning process; many traditionally-trained teachers

are not prepared to take on these tasks. As Bransford, Brown, and Cocking (2000) point out, to


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use technology effectively, the pedagogical paradigm needs to shift toward more student-

centered learning. This shift is not trivial or easily accomplished, particularly in countries with

teacher-centered educational traditions. The literature suggests that four broad sets of changes

should accompany the integration of ICT and the move toward a constructivist model of teaching

and learning.

1. Changes in teachers knowledge, beliefs, and attitudes: The literature on educationreform highlights the importance of changing teachers beliefs and attitudes to create

long-term sustainable change (Fullan, 1993). Many studies on ICT integration find that

projects fall short of expectations because the educators continue working within a

traditional vision of rote learning (Gersten, Chard, & Baker, 2000; Honey & Moeller,

1990; Teacher Foundation, 2005). Teachers need to believe that new approaches to

teaching are effective and will make a difference for their students in order for them to

continue using new approaches. Teachers understanding and commitment are

particularly important to sustain changes in areas such as project-based learning or

student-centered techniques, which require core changes to a teachers instructional

practice (Gersten et al., 2000).

2. Changes in how students engage with content: Research in the learning sciences hasestablished that constructivist theories of learning provide a more reliable understanding

of how humans learn then previous behaviorist (Bransford et al., 2000). Studies have

identified a variety of constructivist learning strategies (e.g., students work in

collaborative groups or students create products that represent what they are learning)

that can change the way students interact with the content (Windschitl, 2002). The


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introduction of ICT into schools and project-based approaches should change how

students interact with the content through new types of learning activities.

3. Changes in relationships among teachers, students, and parents: Recent studies suggestthat, specifically, a supportive and cooperative relationship with the teacher can be very

important for learning (Marzano, 2007). Research in many different countries has found

that the introduction of technology into learning environments changes teachers and

students roles and relationships (Hennessy, Deaney, & Ruthven, 2003; Kozma &

McGhee, 2003).

4.

Changes in the use of ICT tools to promote students learning: The ICT integration in

developing country classrooms is challenging (Akbaba-Altun, 2006; Comenius, 2008;

Grant, Ross, Weiping, & Potter, 2005; Light & Rockman, 2008; Somekh et al., 2003;

Vyasulu Reddi & Sinha, 2003). A number of factorssuch as teacher knowledge, time,

access to ICT tools, and the alignment of ICT use with pedagogical goalsappear to help

teachers integrate ICT and to support students increased use of ICT tools for learning

(Light & Manso, 2006; Prez et al., 2003).

Overview of the Three National Contexts

India

Of the three countries, India is perhaps the country that has most recently begun reforms to

promote new teaching approaches and ICT. Across Indias decentralized education system,

national and state leaders face big challenges in their efforts to support an education system that

must reach so many students (Cheney, Ruzzi, & Muralidharan, 2005; PROBE Team, 1999).

Efforts to shift curricula from behaviorist approaches to learning to a constructivist approach that

emphasizes the personal experiences of learners are recent (IndiaNational Council of


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Educational Research and Training, 2006; Pandley, 2007). A growing number of policies support

ICT integration, but one expert review (Vyasulu & Sinha, 2003) found that there is still great

variation in implementation of these policies and access to ICT is still limited for most students.

Although there is variation by state, the duration of the standard school day is five hours, divided

into 35-minute lessons. The class sizes tend to be large; the classes we visited ranged from 45 to

60 students. Indian teachers are expected to cover a lot of content, and the textbook often

becomes the center of the learning process (PROBE Team, 1999; Rampal, 2002). The state

curriculum varies, but in Maharashtra State, for example, the students have a very full schedule

by the upper grades and study 11 compulsory subjects.

Chile

Since 1990, successive Chilean governments have pursued a consistent reform effort to

modernize teaching and learning, improve and expand school infrastructure, promote student-

centered curricula, institute full-day schooling, develop a national examination, invest heavily in

teacher professional development, and integrate ICT into schools (Cox, 2004; Ferrer, 2004;

Valenzuela, Labarrera, & Rodrguez, 2008). The Chilean school day is eight hours, with the

amount of time students spend in core areas (math, language, and science) twice that spent on

other disciplines, and there is reserved time for students to engage in enrichment activities or

project-based learning experiences. Class periods are typically 50 minutes, with two-hour classes

in core content areas. Every school is required to have a Unidad Tcnica Pedaggica (UTPthe

Technical Pedagogical Unit) that provides pedagogical support to improve teachers practice.


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Chile also has an ICT program,Enlaces (Links) that, by 2007, had provided hardware, software,

and connectivity to 94% of schools in Chile and trained 110,000 teachers (Cancino & Donoso

Daz, 2004; ChileMinisterio de Educacin, 2008). Thus, most schools have a certain level of

ICT infrastructure available in computer labs.

Turkey

Turkey has been instituting educational reforms to modernize and expand its school system and

align it with European Union norms since the late 1990s (Baki & Gokek, 2005). The reforms

include the expansion of compulsory education, efforts to decrease class size, introduction of a

new curricular approach and materials, the use of ICT, and efforts to provide teachers with

professional development. Announced in 2005, the new curriculum draws upon constructivist

pedagogical principles and the theory of multiple intelligences and promotes more student-

centered techniquessuch as individual and group workto encourage students to explore and

develop skills (Gomleksiz, 2005). As Phase 1 of the Basic Education Program, 19982003, the

government distributed thousands of computers to schools (Akbaba-Altun, 2006), and many

schools now have labs.

Turkey is moving toward full-day schooling, but many schoolsincluding the two we visited

still have two, five-hour shifts because they cannot otherwise meet their communities demand.

The demand for schools also means that Turkey has not yet reduced class size to 30 students.

Nationally, the average primary school class size is 38.6 students (Otaran, Sayn, Gven,

Grkaynak, & Satakul, 2003) but in the schools we observed classes ranged from 50 to 60

students.


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Overview of the Essentials Course

The core goal of the Essentials Course is to prepare teachers to integrate ICT across the curricula

as a tool for learning and to design and implement inquiry-driven, project-based learning

activities. The Essentials Course involves teachers in a process of developing a complete unit

plan that utilizes a project-based approach, engages students in a variety of ICT activities, and

organizes learning around an essential question that guides students inquiry and exploration of

a given topic. Teachers are encouraged to designate time in their unit plans for students to use

ICT to conduct research and to create a final product to share their research findings. The

Essentials Course also discusses crucial factors for creating high-quality, issues in student-

centered learning environments (e.g., classroom management issues with technology), and

approaches to assessing students technology products. During the unit plan development

process, teachers expand their technical skills and prepare to implement their units back in the

classroom. This is a vital feature of the Essentials Course, as it allows teachers to experience and

evaluate the new teaching approaches (Guskey, 2002). In addition to Web resources, the

Essentials Course uses commonly available software, primarily word processing software and

presentation software, to support students in creating presentations, Web pages, brochures,

reports, and newsletters.


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Core Components of the Intel Teach Essentials Course

Content Structural Features

Linking ICT use to deeperlearning

Essential Questions or curricularframing questions

Project-based approaches Student created products Internet resources Group work Holistic assessment strategies

40 to 60 hour training Focus on commonly available

software

Teachers create a sample unit plan Teachers learn by doing Trainer is in the same school Emphasis on building communities

of trained teachers

Intel, in collaboration with ministries of education worldwide, has offered the Essentials Course

to more than 6 million teachers in 45 countries. The collaborative approach to course delivery is

important. Although the core messages and goals of the program do not change, Intel works with

the ministries and local educational experts to adapt Essentials Course materials to fit local

needs; a local agency in each country implements the Course. In Chile, the ministry created a

network of universities throughout the country that offers the Course in their regions, and the

Pontificia Universidad Catlica de Chile in Santiago oversees the network. In India, the non-

profit Learning Links Foundation oversees the program in the participating states. In Turkey, the

Ministry of National Education (MNE) oversees the program, and trainers are based at the

provincial education directorates and in larger towns.


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Methodology

In this study, we used an instrumental case study approach (Stake, 1995) to examine how

successful schools and teachers have been able to integrate ICT and new teaching strategies into

their classrooms. This approach allowed us to work directly with schools that have been making

changes, talk with teachers about the aspects of the Essentials Course that are useful to their

practice, and develop an understanding of what teachers are actually able to do in typical schools

in each country. During a two- to four-day site visit at each of the six schools, we interviewed

school leaders, the Essentials Senior Trainer (ST) or Master Teacher (MT), technology-using

teachers, students, and representatives of students parents whenever possible. As shown in

Table 1, classroom observations of both typical classrooms and students engaged in the computer

lab or ICT activities complemented the interviews.

As noted, to identify a sample of exemplary schools, we gained input from local stakeholders.

We requested that the local training agency, the ministries, and the Intel Education Managers in

each country compile a list of schools. We asked that they exclude schools with privileged access

to resources, technology, or funds. Success was defined by the local stakeholders to represent

what they felt would be reasonable expectations for schools and teachers in their country. From

the list of schools, the research team made a final selection of two schools in each country.

To carry out the fieldwork, we collaborated with local partners. In Chile, we worked with

researchers from the Centro Costadigital at the Pontificia Universidad Catlica de Valparaiso,

and in Turkey, we teamed with GLOKAL Research Consulting. Unfortunately, the arrangements

for a local research partner in India fell through.


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Table1:DataCollected

India

Interviews 2schoolleaders;5teachers

Observations 5classes

Mumbai

SchoolFocusgroups 14parents;37students;12teachers



Village

SchoolFocusgroups 3parents;5students

Chile



Santiago

SchoolFocusgroups 7students



Village

SchoolFocusgroups 5students

Turkey



Ankara




Village


Sites

India

We selected a private school in a middle-class neighborhood of Mumbai and a government

school in a Gujarati village. The Mumbai school, with 2,000 students, is an English-medium

private school from pre-K to Grade 10 and the village school is a Grade 1 to 8 Gujarati-medium

public school with 309 students. In the Mumbai school, every classroom has a computer

connected to a TV, there are two computer laboratories each with 60 computers, and there is a

computer in the library. The labs have broadband Internet. The Gujarati village school has a lab


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with 14 computers and a computer on a wheeled table with an LCD projector. The lab is

connected to the Internet through a dial-up modem.

Chile

We selected a government-subsidized private school in a lower middle class neighborhood of

Santiago Chile and a small municipal school in a rural town. The private school has 2,500

students from pre-K to Grade 12, and the municipal school serves 97 students from pre-K to

Grade 8. The private school has five ICT labs, some with as many as 20 computers. The

municipal school has a lab with 15 computers, plus four laptops, a digital camera, a TV, a

printer, two LCD projectors, and a wireless network.

Turkey

We selected two public schools that serve students from K to Grade 8. One school, in an outlying

neighborhood of Ankara, serves 2,300 students. The second school, located in a small provincial

capital on the Anatolian Plateau, serves 1,410 neighborhood children and has a population of

female boarding students from villages in the province. The school in Ankara has one computer

laboratory with 21 computers, 15 classrooms have a computer, and there are 350 Classmate PCs

donated by Intel. The lab has broadband Internet and a wireless hub. The Anatolian school has

three computer labs with 15 computers each, and five or six teachers also have a computer in

their classrooms. The labs have wireless connectivity.


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Findings: Four Common Themes

The Essentials Course was not the only source of information or support for the new student-

centered practices and ICT-based activities we observed in these schools, as all three ministries

of education are engaged in reform with various changes such as new curricula, new standards,

and new in-service training programs. Education reform is a long and complex process that

needs to be supported with multiple strategies, and our findings suggest that the Essentials

Course can be one part of that puzzle.

Changes in Teachers Knowledge, Beliefs, and Attitudes

Because all schools in the study were considered successful, we explored what teachers had

changed in their own practice. In the interviews, we asked teachers to discuss what they had

learned from the Essentials Course that was useful for their classroom practice. Three themes

emerged across all six schools as the teachers spoke about what they found to be valuable for

their teaching: (a) their beliefs about how students learn were shifting; (b) they had a deeper

understanding of new teaching strategies; and (c) they had improved their knowledge of how to

use ICT as a learning tool, as well as strengthening their ICT skills.

a. Teachers beliefs shifted to a constructivist paradigm of teaching and learning.

Teachers expressed a growing belief that students can learn through exploration and discovery.

The Essentials Course and, more importantly, the experience of implementing a project-based or

ICT-rich learning activity appear to influence teachers understanding of how children learn. The

interviews suggested the teachers began to value learning as different from memorization and to

see that students can learn by exploring content, conducting research, and applying knowledge to

real problems. For example, a Chilean history teacher remarked upon the difference from the


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traditional approaches of having students memorize information: By following a question, the

students acquire a lot of content through research.

In all six schools, teachers also expressed their belief that students learn more than just content

with projects and Internet research. Many teachers recounted what they did before and after

Intel, and their descriptions consistently included how students learn more deeply, have

more confidence, and are more motivated by the new ways of learning. They reported that

students were developing skills and attitudes such as self-assurance, curiosity, collaboration and

teamwork skills, presentation skills, and organizational skills. In appreciating how effective

group work had been, a teacher in Turkey reported that, Before Intel, students did not do

teamwork. [] In Turkeykids want to learn from teachers, now they have to do research on

their own and can learn more deeply. Otherwise students arent motivated to learn. A second

Turkish teacher commented that students were sharing ideas and thoughts with each other and

learning to trust themselves.

b. Teachers deepened their understanding of student-centered practices. Teachers

reported improving their skills with innovative teaching practices. Although some countries had

more experience than others, across the board, nearly all the teachers we interviewed valued

project-based approaches and reported doing projects with their students. Teachers had very

clear ideas about how project-based approaches can support student learning by allowing

students to explore content as they respond to a research question or problem posed by the

teacher. They felt the project approaches made the content more relevant to students and required

greater intellectual effort for students to find and synthesize information, which led to students

learning and retaining more information.


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At schools in Turkey and India, principals and teachers credited the Essentials Course with

helping them learn how to do projects for the first time. In Turkey, teachers told us the Course

helped them better utilize the project ideas offered in their new national curricula. One school in

India had been experimenting with projects prior to participation in the Essentials Course, but the

teachers reported that this professional development experience gave them a solid template and a

set of strategies for project-based approaches. In Chile, teachers told us that the Course helped

them learn about inquiry-driven project-based strategies in addition to the problem-based

approach supported by their ministry.

While teachers from all three countries agreed that the Essentials Course supported their use of

student-centered practices, each countrys context and educational goals influenced which topics

were of most interest to teachers. For example, while all the teachers spoke about using group

work and collaborative learning, the teachers in Turkey were very excited about the collaboration

strategies presented in the Essentials Course. Turkeys traditional approach to teaching is lecture-

based and emphasizes individual student activities, and teachers reported that they did not have

any previous experience with collaborative learning. Group work and collaboration are, however,

part of the new Turkish curriculum and reform efforts and teachers expressed appreciation for

how the two programs supported each other. The curriculum contains many group activities, and

the Essentials Course offers strategies to facilitate group work, as well as follow-up support to

practice these strategies with coaching from their MT.


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In India, teachers found the Essential Questions strategy to be compelling. Essential Questions

(e.g., Why do we need others?) are intriguing, open-ended questions that organize a project

and are an effective way to encourage students to think deeply and to provide them with a

meaningful context for learning (Wiggins & McTighe, 2001). The Indian curriculum is very

demanding and the school day is crowded, so teachers felt that they could not easily integrate

project work into every class. While they could not do projects during the class period, they

were, however, exploring the use of questioning strategies to push students critical thinking and

to allow students to share their perspectives and formulate their own conceptual understandings

of the content. For example, one teacher asked her students what they thought the impacts of

British Colonial policies were on the farmers, and a social studies teacher asked students what

they valued about their community. Teachers felt that asking for student input was a significant

change. As one teacher commented, they no longer just stand and teach, but facilitate

discussions and encourage children to share their knowledge. The teachers we visited felt the

open-ended questions and ensuing dialogue between teachers and students might be the

foundation of a new relationship between teachers and students.

One of the schools in Chile, which already had a lot of experience with ICT and projects,

focused on the use of rubric assessments presented in the Essentials Course. The principal noted

that teachers were facing increasing challenges in assessing students work as the school moved

toward complex, technology-rich student products such as presentations and websites. Through

these products, students master more than just content and teachers wanted to value all aspects of

students learning. They considered the rubricsdesigned to capture the range of skills,

attitudes, and content that students developas a key way to address these challenges. The


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interviewed spoke of doing projects with their students. Despite variations among project

designs, a few core features emerged. In almost every site, projects gave students chances to

work collaboratively and challenged them to take on new roles and responsibilities; students

worked in groups and often had to coordinate efforts to complete the projects. Also, all of the

projects described included research and culminated in a final product that required students to

synthesize and share what they learned. For example, in the Gujarati village, the students did a

project about water use and irrigation. They visited local experts, surveyed the community,

collected data, and researched solutions. As a result of the students examination of drip

irrigation, and their proposal of how farmers could use this new strategy, the village converted to

drip irrigation. Again, the teachers in India could not fit the project into the class time, so

students did a lot of the work before and after school. The municipal school in Chile did a multi-

grade project on insects in which the younger grades collected bugs and wrote reports and the

older grades helped them create a website.

b. Independent Internet research gave students autonomy and a chance to develop and

share their own perspectives. Internet research was a constant theme in these schools. Teachers,

students, and parents all spoke about having students do Internet research for homework and as

part of the projects. Teachers often asked students to bring in additional information on topics in

the textbook (e.g., in a Turkish project students researched systems of the human body). Or,

teachers asked students to research additional topics or themes (e.g., after a lesson on farmers

under the British Empire, a history teacher in India asked students to research the condition of

Indian farmers today).

c. Connecting school content to students lives made learning more meaningful to

students. We found that many of the projects teachers designed connected students school work


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to their home life and the community more broadly. In a very simple sense, the increased use of

practices such as open-ended questions and group work allowed students to share the

perspectives and knowledge they bring from home. For example, a teacher in India asked her

students what they had eaten for breakfast and then used this as the start of a nutrition lesson, and

a Turkish teacher had his first grade students discuss how an animated story related to their own

families and lives.

Yet many of the project topics also engaged students in examining real-world issues or concerns

that gave them an opportunity to connect school learning with the real world and allowed them

to develop their own opinions and perspectives about the issues. For example, the Indian village

that did the irrigation project mentioned above also did projects on clean water and public health.

Other projects were less ambitious, but still meaningful, such as the Chilean school where

students collected stories and images from the community to publish in a booklet for their

families.

Our interviews with parents in the Indian and Turkish sites also supported the perception that

students were becoming a source of new information for their families. Parents credited their

childrens increased use of Internet research with providing them with current information to

which they would not otherwise have had access. Students are generally more excited by

information they find themselves than the contents of a textbook, and parents reported that their

children were rushing home, eager to share what they had discovered.


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Changes in Relationships among Teachers, Students, and Parents

In keeping with the new activities and roles for students, the teachers and students in the schools

we visited reported that they were transforming how they interact. The changes in teaching

practices in these schools are part of a broader change in relationships within the school and

between the school and the community. The educators and students described changes in the

ways they collaborate with each other that grew out of the new teaching practices (e.g., project-

based approaches, open-ended questions), integrating ICT into the schools (e.g., Internet research

or presentations), or both. We noticed that teachers, students, and parents reported changes in

three sets of relationships: (a) among the students; (b) between students and teachers; and

(c) between the school, the parents, and sometimes the community.

a. Projects and ICT activities fostered collaborative relationships among students. Many

of the teachers and parents interviewed said that students were developing a range of social and

interpersonal skills that they attributed to the projects and the new roles that students were taking

on. As noted, students in every school were taking on new responsibilities as they worked on

projectsleading teams, conducting research, writing reports, debating with peers, and making

presentations to peers, teachers, and parents. A Chilean fifth grade teacher explained how her

students were developing the skills and maturity to work as a team, even across grade levels,

because of the collaborative techniques she learned in the Essentials Course. Some of the parents

also commented on their childrens maturity and responsibility. A Turkish father noticed a

change in his daughters attitudes since doing the Intel projects. He observed that before

teachers participated in the Essentials Course, his daughter did not share her things with anyone.

After her teachers participated in the Course, his daughter began to share more with friends and


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she enjoyed working in teams. The father also said that, as a result of her involvement in projects

and team work, his daughter completed her school assignments independently at home and no

longer asked him for help.

b. New teaching strategies allowed teachers to develop more collaborative and

interactive relationships with their students. The teachers reported that, as their teaching

practices changed, their relationships with their students also became more open and supportive.

Teachers began to allow more intellectual discussions between themselves and their students,

and students were more willing to approach teachers and share concerns and opinions. The

teachers and parents in Mumbai were, perhaps, the most eloquent. One group of teachers

commented that, as children, they had been afraid of their teachers and they were happy that their

students no longer fear the teacher but gladly ask questions and give opinions.

The students we interviewed echoed these sentiments. A group of high school students from the

school in Santiago, Chile explained that a good teacher is one who encourages students to

disagree when they have a well-reasoned argument. A student from Mumbai shared a similar

perspective: I like that whenever I do a report I can include my own critical opinionit is not

just cut and paste. And I can learn many things outside of the textbook.

c. Innovating with projects and ICT strengthened the relationships between the school,

parents, and the community. The parents we interviewed were excited by the introduction of

community-focused projects and student research, and they expressed pride in what the schools

were doing for their children with technology. A group of parents in India praised their school

because of the new technology, [the school] is innovative. They have very high performance,

but it is not just academics-oriented. In the four public schools we visited, parents and the


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community had also initiated efforts to bring additional ICT resources to the schools by donating

equipment or paying for improved Internet connections. However, the parents also remarked on

the new teaching practices and what these changes mean for their children. All of the parents we

interviewed commented on how the school was developing the whole child since the project

work was supporting teamwork, independence, and selfconfidence. Parents in India and Turkey

highlighted their childrens growing confidence and independence to do research or make public

presentations, and they also noted the caring relationships between students and teachers.

Changes in the Use of ICT Tools to Promote Students Learning

A core aim of the Essentials Course and a central objective for the ministries in Chile, Turkey,

and India is to encourage the use of ICT as a learning aid for students. Although the

administrators and teachers we interviewed in all six schools told us they wished they could do

more, to the extent permitted by resources, space, and time, students were using ICT for learning

activities. PowerPoint presentations and Internet research were, by far, the most common ICT

tools that students used.

All six schools promoted student use of ICT, but each adopted different strategies to realize its

goals. In Turkey and India, with short school days and tight schedules, the teachers had to

strategically make timeeither by working outside of class, or rationing accessfor students to

complete their ICT projects. For example, the teachers at the Anatolian school in Turkey told us

that they meet as a team each semester to decide which classes will do long-term projects to

ensure every student gets a chance each year. The Chilean teachers had more flexibility to

schedule lab time during school hours, although they also did afterschool activities. Perhaps the

clearest change is that, in all six schools, teachers gave students Internet research activities for


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homework. For instance, a math teacher in India assigned students to calculate average rainfall in

different parts of the world using online databases, and a Chilean history teacher had students

analyze online photos for life conditions in 1900s Chile.

Conclusion

This paper presents the findings from our fieldwork that describe the nature of the changes

taking place in the classrooms in these six schools as they integrate ICT activities. Since the

governments point to these schools as positive examples, their experiences can help contribute to

an understanding of the process of integrating ICT into the schools of developing countries.

While some educators we observed are more skilled than others, and some changes in practice

are just emerging, all six schools are making changes beyond just the use of new tools. They are

developing: new beliefs about learning and new practices, new ways to engage with content,

changing relationships, and new ICT tools for learning. That three of the four common

dimensions of change are pedagogical shifts, and that they are changes in pedagogy that are

supported by the ICT, illustrate the paradigm shifted required for effective ICT integration

(Bransford et al., 1999; Hepp et al., 2004). These findings illustrate the complex sets of changes

that have to occur for ICT to be deeply and meaningfully used to support student learning. This

would explain why technology integration is so difficult to achieve but also points the way

forward.

Our findings suggest that necessary changes are much broader than just the introduction of a new

tool or one new practice. Instead, change begins by deeply reshaping life in the classrooms

from educators beliefs about learning to the relationships that make up the school community.

In each context, the teachers found points of engagement between the model of ICT use and


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teaching in the Essentials Course and the possibilities and limits of their context. For Indian

teachers, it was most feasible to integrate aspects of the teaching model (i.e., open-ended

questions) into their classroom and the ICT into after-class time. In Turkey, schools brought ICT

activities into scheduled lab time and group work into their class activities. And, Chilean

teachers used holistic assessment strategies and inquiry-based projects in class because their

school day provides a block of time for projects.

But, the responsibility for change cannot rest solely on the shoulders of the teachers; bringing

about these changes is a long-term, incremental process. Effective reform requires sustained

investment and support along multiple dimensions of the educational system, including physical

and technical infrastructure, human resources, curricular frameworks, standards, and assessment.

For example, the teachers in Chile and Turkey spoke of how things like new national curricula,

national computerization efforts, and professional development opportunities helped them use

ICT in their classrooms and apply what they learned from the Essentials Course to their practice.


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